Not to be “Destoried”: How an Academically Marginalized Student Employs Comics and Multimodal Authorship to Claim a Counter-Identity | Ubiquity
Item
- Title
- Not to be “Destoried”: How an Academically Marginalized Student Employs Comics and Multimodal Authorship to Claim a Counter-Identity | Ubiquity
- Abstract/Description
- This article presents a 2-year case study of Héctor, a member of a school-based Comics Inquiry Community. Through a close, chronological examination of Héctor’s multimodal reading and composing practices as a sixth- and seventh-grade student, the article shows Héctor using comics as a medium to think beyond the places, spaces, and identities assigned to him by others. On account of his immigrant background and a pronounced stutter, Héctor has been narrated by teachers through a diagnostic language of deficit. In this article, I highlight ways in which Héctor turned to multimodal authorship to resist narratives that would situate him as lesser in terms of his capacities as a reader, writer, speaker, and intellectual, and to recast himself as a heroic and academically viable figure.
- Author/creator
- Low, David E.
- Date
- In publication
- Ubiquity: The Journal of Literature, Literacy, and the Arts
- Volume
- 4
- Pages
- 6-56
- Resource type
- en Background/Context
- Medium
- en Film/Audiovisual
- Background/context type
- en Conceptual
- Keywords
- multimodal composing and authorship
- graphic novels and comics
- multimodal literacies
- immigrant students
- anti-deficit pedagogy
- authorial agency
- Open access/free-text available
- en Yes
- Peer reviewed
- en Yes
- Language
- en-US
- ISSN
- 2379-3007
- Citation
- Low, D. E. (2017). Not to be “Destoried”: How an Academically Marginalized Student Employs Comics and Multimodal Authorship to Claim a Counter-Identity | Ubiquity. Ubiquity: The Journal of Literature, Literacy, and the Arts, 4, 6–56.
- Resource status/form
- en Published Text
- Scholarship genre
- en Empirical
Annotations
There are no annotations for this resource.